Project on experimental activities in the preparatory group. Project "Young Researchers"

Target: Clarify and expand children's knowledge about air, introduce them to the properties of air and methods of detecting it, and continue to introduce them to the respiratory system. Help children understand that air pollution affects human health. Expand and activate your vocabulary. Shape
conscious attitude towards your health.

Material: pebble, glass of water, plastic bag, rubber bulb, piece of chalk, straw, mirror; a jar of water, a funnel, a glass, a piece of rubber, a rubber toy, scales, a panel with wood.

Progress of the lesson:
Educator: Guess the riddle:
So big that I take up the world
So small that I can fit through any crack.
(air)
That's right, why did you decide that?
Children: Air is everywhere; around us, in heaven, all over the earth.
Educator: I suggest you become scientists and study the air. Do you know who research scientists are?
Children: People who do research.
Educator: We have a difficult task ahead of us: to find out what air is, how it can be detected, what properties it has. (Puts business cards on the children’s chests.)
Are you ready? Dear colleagues! Go to the laboratory and let's begin our research.

1 Experience:
Educator: Let's take a pebble in our hands and squeeze it in our hand. What does it feel like? (solid, tough, strong). A stone is a solid body. What solids can you name?
Children: ……………………
Educator: Is it possible to take air in your hand and squeeze it? No, you can't. We conclude: AIR IS NOT A SOLID.
2 Experience:
Educator: Let's take a glass of water. Look, smell, taste, what is it like?
Children: Transparent, colorless, odorless, tasteless.
Educator: What can water do? Water flows, runs, streams, murmurs. What is water? Water is a liquid. Name other liquids.
Children: Juice, kefir, milk, jelly, etc.
Educator: We conclude: AIR IS NOT A LIQUID BODY.
Educator: We know that air cannot be compressed in your hand. This means that he is not a solid body. The air does not flow, it cannot be drunk. This means it is not a liquid.
We can conclude: Air is neither a solid nor a liquid. Air is a gas. It is invisible, colorless, transparent, tasteless, and odorless. This is our discovery. Let's continue our research.

Educator: Air is invisible. How can we detect it?
Experience:
Educator: Take a plastic bag and start rolling it from the open edge. The package becomes convex. Why? ( children's answers)
Children: We conclude: It is filled with air, but we do not see it.
Experience:
Educator: Now let’s wave our palm near our face and blow into our palm. How do we feel?
Children: Wind, air moves.
Educator: We conclude: WE CAN FEEL THE MOVEMENT OF AIR.

Physical education minute
(children imitate movements).
The wind quietly shakes the maple tree.
Tilts to the right to the left.
One – tilt
And two - tilt,
The maple leaves rustled.
(I suggest you sit down)
Educator: Air is everywhere. Let's check it out.
Experience:
Educator: Take a rubber bulb and squeeze it in your hand. What did you hear?
Children: Whistle, air noisily comes out of the pear.
Educator: Now let’s close the hole in the rubber bulb and try to squeeze it. Doesn't she shrink? What's stopping this?
Children: A finger covering the hole and the air inside the pear.
Educator: We conclude: THE AIR IN THE PEAR PREVENTS IT from COMPRESSING.
Experience:
Educator: Now let’s throw a piece of chalk into a glass of water. What's happening?
Children: Air bubbles come out of the chalk.
Educator: We conducted a series of experiments to find out where the air was. What conclusion have we reached? THERE IS AIR EVERYWHERE: IN THE BAG, IN THE PEAR, IN THE CHALK.
And now, dear colleagues, I suggest you continue your research and find out what properties air has.
Educator: Does air take up space?
Experience:
Educator: Place the inverted glass in a jar of water. What are you observing?
Children: Water does not pour into the glass.
Educator: Now carefully tilt the glass. What happened and why?
Children: Water poured into the glass, air came out of it in the form of bubbles.
Experience:
Educator: Now let’s close the tube with our finger and lower it into the water. What happened?
Children: Water does not flow into the tube.
Educator: I'll open the hole in the tube. Why did the water enter the tube? The air came out of the tube and water poured in. We conclude: AIR TAKES SPACE.
Educator: Now let’s find out whether air has weight?
Experience:
Educator: Let's take two hot air balloon. There is air inside one, and the other is deflated, without air. We put them on the scales. What we observe: the scales with the inflated balloon have tipped. Why? We conclude: THE SCALE HAS TIPED BECAUSE THE BALL IS FILLED WITH AIR. THIS MEANS AIR HAS WEIGHT.
Experience:
Educator: Now let's take a piece of rubber and throw it into the water. He drowned. Let's put a rubber toy in the water. She doesn't drown. Why? After all, a toy is heavier than a piece of rubber? What's inside her?
Children: Air.
Educator: We conclude: AIR HAS WEIGHT, BUT IT IS LIGHTER THAN WATER. We have done research. What have we learned about the properties of air?
Children: Air takes up space and has weight.
Educator: Correct conclusion, colleagues. Why do we need air?
Children: For breathing.
Educator: Dear colleagues! We conducted experiments, learned how and where air can be detected, what properties it has. We know the main purpose of air. Now I propose to make sure that we breathe air.
Experience:
Educator: Take a glass of water and a straw. Place the straw in the water and blow gently into it. What are you observing?
Children: Air bubbles.
Educator: Yes, and this proves that we exhale air.
Experience:
Educator: Let's breathe on the mirror. It fogged up. Why?
Children: children's assumptions.
Educator: The surface of the mirror has become wet, as we exhale tiny droplets of water along with the air.
Educator: Now go to the poster and tell us how a person breathes and how air penetrates the body.
Children: Air is inhaled through the nose and mouth and enters the lungs. And there, through the tubes-vessels through which blood flows, it gives out substances necessary for human life, and takes away harmful, unnecessary ones, and exhales, pushing them out.
Educator: Right. Now put your hands on chest. As you breathe, it rises (expands) and falls (contracts). What happens to the lungs when you breathe?
Children: When you inhale, the lungs expand, and when you exhale, they contract.
Educator: Now try not to breathe. How long were you able to hold out without breathing? No. We conclude: WITHOUT BREATH THERE IS NO LIFE.
Educator: But a person’s health depends not only on how he breathes, but also on what he breathes. What causes air pollution?
Children's answers: Smoke from chimneys, smoke from cars.
Educator: (environmental game) And now I suggest you play the game. Let's look at the panel. What do you think are the unnecessary pictures here, and why?
Educator: We must take care of our health. What can we do to keep the air clean?
Children: Plant more flowers and trees.
Educator: Let's plant a seed in the ground and after a while a beautiful plant will grow. Now spring has come, and if you and your parents plant at least one tree each, the air in our region will become much cleaner.
Educator: Are you in a good mood? Pass it on to your friends: touch each other with your fists and palms.

Cognitive and research project "Sorceress-Salt" with children of the preparatory group.

Target: formation of an idea of ​​​​salt as a necessary product for humans, through observations and
experimentation.
Tasks: Find out if it is possible to do without salt? What is it for? Investigate the properties of salt experimentally. Conduct experiments on growing salt crystals.
Project protection:
After reading the fairy tale “Gold and Salt” to the children, the children had a question: “Where does salt come from?” The children began to argue that we use salt in food every day, and it comes in different forms: coarse, fine, sea, colored, rock, table salt. One of the guys said that salt is mined on land and water. The children were very interested in this and we decided to explore salt and learn everything about it.
A little bit of history:
Salt appeared in human life in ancient times. How exactly people learned that food seasoned with white grains tastes better and lasts longer is no longer known. But as soon as people learned the taste of salt, they began to value it extremely. The area, rich in its deposits, was quickly populated and became the property of a tribe.
Salt is found in common foods such as cottage cheese, cheese, bread, cookies or cornflakes. There is enough salt in dairy products, vegetables and meat for a person to not lack it. Salt is found in vegetables and some fruits.
Salt is an important seasoning, without which food is bland. Vegetables are prepared with it for the winter (cucumbers, tomatoes, cabbage are pickled).
Salt is also a symbol of hospitality and friendship. “Sharing bread and salt” meant maintaining a long-term relationship. From here folk sign- scattered salt, to a quarrel, failure. Salt has always been treated with respect and sparingly.
There are also many sayings associated with salt. We learned some of them: Under-salting on the table, over-salting on the back. Without bread you are not full, and without salt you are not sweet.
Salt was brought to Kievan Rus from salt lakes on the Black and Azov Seas. Here it was bought and taken to the North. Salt was so expensive that at ceremonial feasts it was served on the tables of noble guests, while others dispersed “slurping unsalted.”
After talking with my mother, we learned some tricks related to salt. For example, to prevent hot vegetable oil from splashing in different directions in a frying pan, you need to sprinkle the hot oil with salt. To easily peel boiled chicken eggs, add a little salt to the water in which they will be boiled. How to determine the freshness of a chicken egg? Add a teaspoon of salt to a cup of water. Place an egg into the solution. If it floats up, it is better not to use it, but if it drowns in such water, it is most likely fresh. Adding a pinch of salt to a jug of fresh milk will help it last longer.
We developed and discussed a detailed plan for studying salt. We set ourselves goals and objectives: to study the properties of salt, grow salt crystals, study and compare salt and fresh water.
We recorded all our observations and experiences in an observation diary. This is how much interesting we learned about salt. But she really is magical. No wonder people say: if there is no salt, there is no word!
Diary of observations and experiments in the project “Salt is a magician”.
Where did our research begin? First we studied the properties and qualities of salt. We found out that salt tastes salty, white, odorless, free-flowing.

1. Salt dissolves in water.
We took a container with water, immersed a spoon with salt in it - the salt disappeared from it.
Conclusion: salt dissolves in water.

2.Salt in water of different temperatures.
We took two glasses of cold and hot water. And they put one heaped tablespoon of salt in each of them.
The water in the glasses became cloudy. But in a glass of hot water, the salt dissolved faster, and the water was almost clear. And in a glass of cold water, the salt fell to the bottom, but the water itself remained cloudy for a long time. Conclusion: salt dissolves faster in hot water.

3.Floating egg.
Let's conduct an experiment and check how salt water will push objects to the surface! To conduct the experiment we will need: 2 raw eggs, 2 glass containers with water, several tablespoons of salt. Place one raw egg in a container with clean tap water. What happened to him? The egg sank to the bottom. Dissolve the salt in a second vessel with water and lower the egg into the salt water. The egg was left floating on the surface of the water!
Conclusion: Salt really does push things out of water. The more salt in the water, the more difficult it is to drown in it.

4. Obtaining crystals.
We took a small saucer, poured water into it, added salt, stirred it and left it on the radiator overnight. In the morning, the water in the saucer evaporated, leaving large salt crystals at the bottom. We learned that when salt water evaporates, crystals form.

5.Salt is a cleaning agent
We took a dirty glass, poured a little salt on a sponge and washed the glass. It became clean, even shiny.
Conclusion: You can use salt to wash dishes.

It was very interesting for us to work on this topic. We asked our parents what they know about the beneficial properties of salt for people’s lives. It turns out that parents know a lot and they were happy to share their knowledge with us. And we talked about what we had learned ourselves when we carried out observations and experiments, and read the encyclopedia. We also became convinced that the simplest and most familiar things can be unusual.
After finishing the project, we learned:
Salt is a white crystalline substance with a pungent, salty taste. It dissolves well in water.
Salt is a mineral that is used by humans in everyday life and in production.
Salt is a helper in the household.
Salt is a food and seasoning, a preservative.
Salt is essential for human life and health.
When salt water evaporates, white crystals appear that taste salty.

Program content of the project The proposed project is carried out within the framework of environmental education children of preparatory age for school and in accordance with the Federal State Educational Standard. The project implementation took place through the following educational areas: (cognition, speech socio-communicative, artistic and aesthetic) As a result of independent elementary experiments and research aimed at studying air and water, their significance in human life, children form natural ideas about objects of inanimate nature. While working on the project, children will answer the questions: How to organize an effective search for information? What can be used for this?

Relevance of the project The relevance of this project is the development of cognitive interest through the development of the child’s cognitive-exploratory behavior. Research as a specially organized activity contributes to the formation of a holistic picture of the child’s world preschool age and the foundations of their cultural knowledge of the world around them. Research activities allow you to organize learning so that the child can ask questions and independently find answers to them. However, there is no holistic approach to the development of research activities in the aspect of a child’s personal development. And this indicates the relevance of the problem of developing research activity in preschoolers and its insufficient development in terms of child development.

Project object: environment human Subject of the project: experimental studies of the properties of water and air Purpose: with the help of experiments (experiments) to identify the level of formation of ideas about air and water in children of preparatory age for school. Objectives: 1. To teach children research activities, to develop cognitive interest and curiosity in the process of observing real natural objects and practical experimentation with them. 2. Develop mental operations, the ability to put forward hypotheses and draw conclusions. 3. Learn to explain what is observed and record the results using accessible methods, accept and set the goal of the experiment, select tools and materials for independent activity. 4. Expand ideas about the importance of air and water in human life. Develop environmental consciousness.

Required materials Basic equipment of the laboratory: instruments – “assistants”; microscope, test tubes, vessels, laboratory glassware; scales; containers for playing with water of different volumes and shapes; silicone molds, etc. Recycled material: corks, wire; different types paper; dyes – gouache, watercolor paints; measuring spoons, rubber bulbs. Other materials: balloons, candles, cocktail straws, ball.

Project implementation stages Creation of a technical base for children's experimentation (equipment, natural materials). Generalization and clarification of children’s ideas about the functions and properties of air and water. (Reading fiction, looking at pictures of natural phenomena). Consultations for parents on this problem. Stage I – preparatory Organization of work on the project. Theoretical part: drawing up a long-term thematic plan for working with children, developing notes and describing the conduct of experiments, consulting parents on the topic: “Experiment in kindergarten and at home." Practical part: Games - experiments on this problem. 3. Connection with other types of activities: gaming, productive, cognitive-research (independent experiments), communicative (conversations, reading fiction). Stage II - main Presentation of the project - lesson on ecology with the participation of children “Experiments with air and water”. Stage III - final

Intended product of the project After completing the project, preschoolers will be able to: - Show interest in the natural world, independently formulate questions and look for answers to them (or together with adults); - Search for information (independently or with adults); - Collect, summarize and evaluate facts, form and present your own point of view; - Demonstrate basic skills in environmental management.

SEPTEMBER 1 week. The project begins with clarifying children's ideas about the functions and properties of air and water. The level of children's knowledge about air and water is assessed. Week 2. Children's understanding of the functions and properties of water is clarified. Assess the level of knowledge about water. Week 3. A consultation is being held with parents on the topic: “Experimental activities with children in kindergarten.” Week 4. Familiarization with materials and equipment for research activities. Maintain and develop the child’s interest in research and experiments. October 1 week. Expand children's understanding of the properties of air: invisible, odorless, weightless. The work begins with the teacher setting the children the task of detecting air in the surrounding space and identifying its properties - invisibility. Children conduct experiments and draw conclusions. Does the air have a smell? Didactic game"Know by smell." Week 2. Invite children to weigh the air and how this can be done using scales. Children weighing balloons and conclude that without air they weigh the same as when inflated. Ask the children which familiar toy has a lot of air in it. This toy is round, can jump, roll, and can be thrown. If even one hole appears in it, all the air will escape. Week 3. Using experiments, reinforce in children the idea that air can move objects (sailing ships, balloons, etc.). Week 4. The results of the study on air are summarized. Independent work is carried out in the laboratory corner. November 1 week. Conversations about the fact that water is necessary for animals, plants, birds, fish and people; you cannot live without water. Let children understand that water is the source of life and all life on earth needs water. Week 2. To give an idea that water can be not only liquid, but also solid. And that under the influence of heat, water turns from solid to liquid, and vice versa. Experiment (water – ice – water). Week 3. Introduce children to the properties of water - evaporation. And also with the fact that wood and foam do not sink in water. Game "Let's Launch the Boats". Week 4. Experiment of turning snow into water. Continue to introduce the properties of water. Conversation “What do animals and birds drink in winter.” Description of forms of educational activities

QUEEN - WATER LESSON ON EXPERIMENTAL ACTIVITIES GOAL: to improve children's understanding of the liquid state of water. PROGRAM CONTENT: - promote the accumulation in children of specific ideas about the properties, forms and types of water; -develop speech, thinking, curiosity; -develop the ability to draw conclusions and conclusions; - cultivate accuracy when working. EQUIPMENT: transparent cups, containers different shapes, flour, salt, sugar, ascorbic acid, milk, painting, paints, brush, scarf, funnel, vegetable oil, pipette, herbal infusion. METHODS AND TECHNIQUES: -organizational technique; - artistic word; -clarification, surveys, game techniques; -experiences and experiments as a method of increasing cognitive activity. ORGANIZATION OF CHILDREN: Children sit freely around the table for experiments and exploration. INTRODUCTORY PART - Have you heard about water? They say she's everywhere! In a puddle, in the sea, in the ocean And in a water tap, It freezes like an icicle, It creeps into the forest like fog, It boils on our stove, The steam of the kettle hisses. Without it, we can’t wash ourselves, we can’t eat, we can’t get drunk! I dare to report to you; We can't live without her. N. Ryzhova TEACHER: - guys, what is water for, who needs water? Do you want to know more about water? (children's answers). Then go to this table, where various objects for studying the water are waiting for us.

EQUIPMENT: - Cube, ball, vases PROGRESS OF THE EXPERIENCE: TEACHER: What shape are these objects? (children’s answers). -Does water have a shape? To do this, take a narrow jar and fill it with water. Let's pour this water into a wide jar. The form that water takes changes all the time. CONCLUSION: water takes the shape of the vessel in which it is located. Water is a liquid. Remember the puddles after the rain. It spreads on the road, collects in holes, and is absorbed into the ground. So, water has no shape. WHAT SHAPE IS WATER?

EQUIPMENT: - one glass with water, the other with milk PROGRESS OF THE EXPERIMENT: Take a picture and put it behind a glass of water. -Can we see the picture? (children’s answers). Now let’s put the picture behind a glass of milk. -What did we find? The pattern is visible through water, but not through milk. CONCLUSION: water is a clear liquid. Clear water can be made opaque. To do this, wet the brush and dip it into the paint. Add paint little by little, observing how the transparency of the water changes. We look through it at the picture. The drawing is not visible. CONCLUSION: water is a clear liquid. WHAT COLOR IS THE WATER?

EQUIPMENT: - sugar, salt, flour, sunflower oil, ascorbic acid PROGRESS OF THE EXPERIMENT: -Does water have a taste? Children test the waters and express their opinions. One child stirs sugar in water, another - salt, the third - ascorbic acid. -Now try the water again. What has changed? The water has a taste. The water has become sweet, salty, sour. CONCLUSION: water does not have its own taste. - What happened to the substances that got into the water? (children's answers). -Now let's try to dissolve flour and sunflower oil in water. The flour did not dissolve completely, and the sediment sank to the bottom of the glass. The oil also did not dissolve; it remained on the surface. WATER IS SOLVENT

EQUIPMENT: -2 ​​eggs (hard-boiled) -salt -water -2 containers PROGRESS OF THE EXPERIMENT - Place 2 eggs in different containers with water. They drowned. - Salt was poured into one container with an egg. The egg has floated to the surface and remains on the surface. CONCLUSION: - The water is salty, so the weight of the water increased, and the egg became lighter than the salt water and it rose to the surface. WILL THE EGG DROWN OR FLOAT?

EQUIPMENT: -Watercolor paints, silicone molds, brushes, water PROCEDURE OF THE EXPERIMENT -Tint the water with watercolor paint of any color -Pour into the mold -Freeze in the freezer -Pull out the piece of ice from the mold, bending the mold -Lay out the resulting products CONCLUSION: -The water takes the shape of the product, and retains the color of the paint after freezing ICE ON THE PATH

EQUIPMENT: - microscope, stones of different sizes and colors PROGRESS OF THE EXPERIMENT: - In addition to a homemade magnifying glass, there is an industrial device for enlarging the image of an object. -In front of you is a microscope device. Let's put the pebbles on a glass slide and look at their composition. CONCLUSION: What is not visible with the naked eye, - small grains of sand, inclusions of other minerals in the stone, under the influence of a microscope the MICROSCOPE is magnified

INVISIBLE-AIR ACTIVITY USING EXPERIMENTAL ACTIVITIES PURPOSE: to improve children's understanding of air. PROGRAM CONTENT: - to form an idea about air, its properties; about the role in the life of living beings. Develop interest in cognitive activity and experimentation. Develop thinking, learn to draw conclusions during the experiment. EQUIPMENT hanging scales; 2 identical balloons; glass of water; cocktail straws; empty glass; transparent container with water; cellophane bags; bubbles. PRELIMINARY WORK: conversation “Living and non-living nature”; looking at illustrations. METHODS AND TECHNIQUES: -organizational technique; - artistic word; -clarification, surveys, game techniques; -experiences and experiments as a method of increasing cognitive activity. ORGANIZATION OF CHILDREN: Children sit freely around the table for experiments and exploration. INTRODUCTORY PART TEACHER: -Guys, today we will have an unusual lesson. Remember, we talked about living and non-living nature. Let's remember what belongs to living nature (people, animals, plants)? -And what applies to non-living nature (stones, water, air, soil, stars)? Well done! Now listen carefully to the riddle. If you solve it, you will find out what we will talk about in class today. We need it to breathe, to inflate the balloon. He is with us every hour, But he is invisible to us. (air) That's right, it's air. Guys, what do you know and can say about air? Our entire planet is shrouded in a blanket of air. Air is everywhere: on the street, in the room, in the ground, in the water, and even inside us. To prove that there is air, we will conduct experiments in our laboratory.

EQUIPMENT: - Cellophane bags PROGRESS OF THE EXPERIMENT - Take the cellophane bags from the table and try to catch the air. -Twist the bags. What happened to the package? -What is in them? What is he like? Do you see him? - Let's check. Take a sharp stick and carefully pierce the bag. -Bring it to your face and press it with your hands. How do you feel? CONCLUSION: we don’t see it, but we feel it. HOW TO CAPTURE AIR

EQUIPMENT: - Glasses of water, straws PROGRESS OF THE EXPERIENCE: - In front of you are glasses of water and straws for a cocktail. Insert the straws into the water and blow into them. -What do you see? -What comes out of the water with bubbles? -Where does it come from? CONCLUSION: Bubbles rise to the surface because air is lighter than water AIR IS LIGHTER THAN WATER

EQUIPMENT: -8 pieces of rope 40 cm each -large plastic bag -double-sided tape -toy man EXPERIMENT PROCEDURE: A circle was cut out of the bag and ropes and a man were attached to it. We folded the parachute and threw it as high as possible. The parachute descends slowly CONCLUSION - During descent, a large amount of air appears under the canopy. The force of air resistance reduces the speed of falling PARACHUTES (toy parachute)

EQUIPMENT: - 3 oranges, water, container PROGRESS OF THE EXPERIMENT: - Place the orange in a container of water. It floated on the surface. Peeled another orange. They put it in the water. He drowned. CONCLUSION: The unpeeled one floated up because the surface of the peel is porous and contains air, which keeps the orange on the surface. Experiments with parents. “DRINKING – NOT DRINKING”

EQUIPMENT: - Jar, water, glass, small toy, cling film PROGRESS OF THE EXPERIMENT - Place the small toy at the bottom of the jar. Closing the neck of the jar cling film. Pour water into the resulting funnel. Cover the top with film. The result is a magnifying glass. CONCLUSION: If you look through an improvised magnifying glass, the toy at the bottom will be magnified. Experiment with parents. "HOMEMADE LOPE"

EQUIPMENT: - Transparent glass (empty). Water with food coloring(ours will be green). Oil. Ice. Good mood and curiosity!!! PROGRESS OF THE EXPERIMENT Take a transparent container (or a glass), pour water into it up to half. Then place an ice cube in the water. You will see ice floating on the surface of the water. Pour vegetable oil into the same glass, bringing the volume of liquids to completely fill the vessel. It turns out that ice will not float through the oil, but will “hang” between the two liquids! CONCLUSION: Varvara really liked the experiment, because when mixing multi-colored liquids and ice, she was able to observe how the “unruly” ice remained on the surface of the water and under the layer of oil, how when adding oil it rises and collects at the top and does not mix with water. Using improvised means and simple actions, were able to observe that the density of water is greater than that of ice and oil. Experiments with parents. “NOSTOBEY ICE” Practical significance of the project For society, a child who masters the skills of search and research activities is able to independently solve emerging problems, which is necessary for schooling. For the child – the development of cognitive skills and personal qualities. After all the experiments and conversations devoted to the study of air and water, the children firmly formed an idea of ​​such concepts as air and water and their properties. Numerous experiments aroused cognitive activity, curiosity and a desire for independent knowledge and reflection in children. As a result of the project activities carried out jointly with the children, two hypotheses were refuted: “The air is invisible because it is not there” and “We cannot touch the air because it is not an object.” The following statements of children were confirmed: “Air can be caught, it can move objects, it can be cold and warm.” The children understood and consolidated for themselves that all the space around is filled with air and that without it there will be no life on Earth, air is life. That water is a liquid without color, taste or smell, it can be poured, poured, it takes the form of a vessel in which it is located and, just like without air, without water, all life on Earth will die.

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Description of the project "Experimental activities"

In everyday life, children often experiment with various substances themselves, trying to learn something new. They disassemble toys, watch objects falling into the water (drowning or not drowning), testing metal objects with their tongues in severe frost, etc. But the danger of such “amateur activities” lies in the fact that the preschooler is not yet familiar with the laws of mixing substances and basic safety rules. An experiment, specially organized by a teacher, is safe for the child and at the same time introduces him to the various properties of surrounding objects, the laws of life of nature and the need to take them into account in his own life. Initially, children learn to experiment in specially organized activities under the guidance of a teacher, then the necessary materials and equipment for conducting the experiment are brought into the spatial-subject environment of the group for independent reproduction by the child, if this is safe for his health. In this regard, in preschool educational institution The experiment must meet the following conditions:

a) maximum simplicity of the design of devices and rules for handling them.

b) reliability of operation of devices and unambiguity of the results obtained.

c) showing only the essential aspects of a phenomenon or process.

d) clear visibility of the phenomenon being studied.

e) the possibility of the child participating in a repeat demonstration of the experiment.

In the process of experimentation, the child needs to answer not only the question of how I do this, but also the questions of why I do it this way and not otherwise, why I do it, what I want to know, what to get as a result.

In a preschool educational institution, the acquisition of knowledge about physical phenomena and methods of knowing them is based on the child’s keen interest and curiosity and is carried out in a fun way. An experiment in kindergarten allows children to be introduced to specific research methods, various measurement methods, and safety rules when conducting an experiment. Children, first with the help of adults and then independently, go beyond the knowledge and skills acquired in specially organized activities and create a new product - a building, a fairy tale, air saturated with smells, etc. Thus, the experiment connects creative manifestations with aesthetic development child.

Thus, familiarizing preschoolers with the phenomena of inanimate nature (physical phenomena and laws) occupies a special place in the system of diverse knowledge about the environment, since the subject of familiarization is present, regulates, exerts its influence and continuously influences the development of the child. By including him in the process of searching for the cause of a particular physical phenomenon, we create the prerequisites for the formation of new practical and mental actions in him.

The result of children's experimentation is the acquired experience of seeing objects and phenomena, peering into them, the development of attention, visual and auditory sensitivity, the expansion of vocabulary and the enrichment of verbal communication based on cultural norms.

Relevance of the project

At the age of 3 years, children cannot yet operate with knowledge in verbal form, without relying on visual evidence, so in the vast majority of cases they do not understand the explanations of an adult and strive to establish all the connections on their own, through experiences and experiments. That's why For children of this age, experimentation, along with play, is a leading activity.

In the process of interaction with objects (experimentation), all types of perception develop, as well as fine motor skills fingers, which stimulates the activity of the brain centers responsible for the child’s speech. During experimentation, problematic situations are created that contribute to the activation of visual, figurative and logical thinking, voluntary and involuntary attention, and imagination. Through explanations and inferences, the child’s vocabulary is enriched. Asking questions that force the child to return to past experiences (past experiments) promotes memory development.

Also, the activity of experimentation contributes to the formation of cognitive interest in children, develops observation, intelligence, curiosity and mental activity. In the course of experimental activity, ideas about the properties and distinctive features of the objects under study are formed, independently mastering the idea of ​​​​a particular law or phenomenon, situations are also created that the child resolves through experimentation and, by analyzing, draws a conclusion, that is, the development of cognitive abilities occurs child (perception, thinking, attention, memory, speech, imagination).

Another goal of the project is to support and develop a child’s interest in research and discovery, and to create the necessary conditions for this.
I propose to organize the work in such a way that children can repeat the experience shown to adults, they can observe, answer questions using the results of the experiments. In this form, the child masters experimentation as a type of activity and his actions are reproductive in nature.

Project topic:“experimental activities in the second group of early age”

Project goals:

·Development of children's cognitive activity in the process of experimentation;

·Development of observation, ability to compare, analyze, generalize, development of children’s cognitive interest in the process of experimentation, establishment of cause-and-effect relationships, ability to draw conclusions;

·Development of attention, visual and auditory sensitivity;

·Creating the prerequisites for the formation of practical and mental actions in children.

Project objectives:

oExpand children’s understanding of the physical properties of the world around them;

oIntroduce the various properties of substances (hardness, softness, flowability, viscosity, buoyancy, solubility.);

oDevelop children's understanding of certain environmental factors (light, air temperature and its variability; water - transition to various states; Air - its pressure and strength; Soil - composition, humidity, dryness;

oExpand understanding of human use of factors natural environment: sun, earth, air, water, plants and animals to meet their needs;

oExpand children’s understanding of the importance of water and air in human life;

oIntroduce children to the properties of soil and its constituent sand and clay;

oDevelop an emotional and value-based attitude towards the world around you;

oDevelop the intellectual emotions of children: create conditions for the emergence of surprise in relation to observed phenomena, for awakening interest in solving assigned problems, for reflection, for the opportunity to rejoice at the discovery made.

Project type: practical-experimental.

Duration: February-March 2017 (long-term).

Expected result:

1. Stimulating the child’s interest in independent research and discovery.

2.Development of observation and curiosity.

3. Development of cognitive processes: logical thinking, perception, voluntary attention, memory, fine motor skills, active speech and vocabulary enrichment.

4. Enrich the subject-development environment in the group;

Preparatory stage:

1. Preparation of material and equipment for experiments.

2. Selection of riddles, poems and games for classes, compiling a card index.

Main stage:

1.Activity planning..

2. Planning work with parents on experimental activities (expansion and enrichment of the subject-spatial environment).

3. Final stage:

1. Create a card index for experiments with natural materials.

2.Create a corner for children in the group to experiment independently with natural materials and equipment.

Fundamental question: How to introduce children to inanimate nature?

Project implementation

Based on an analysis of the system of work in kindergarten, conditions and approaches to experimentation, as a means of developing children’s cognitive activity, I designed my subsequent work, where the implementation of the assigned tasks will be carried out within the framework unregulated educational activities.

Organized joint activities with children of primary preschool age in evening time days or method of implementation in educational activities for 10-15 minutes.

The work will be carried out in small groups, taking into account the level of development and cognitive interests of the children.

After the experiment I don’t miss it educational moments- children independently clean up the workplace (clean and hide equipment, wipe tables, remove trash and wash hands with soap).

Equipment for experimental activities: game material and equipment for experimental activities with water, sand, air.

"Sand-water": containers of different sizes, measuring cups, cups, spoons, watering cans, molds, pebbles, sand, water, straws, soap, cocktail straws, funnels, objects made of different materials (rubber balls, toys, plastic buttons, etc.), plastic cups of different shapes, sizes, degrees of transparency.

"Air": strings, plastic bags, balloons, ribbons, flags.

The project “experimental activities for the study of inanimate nature in the second junior group” also provides for work with parents, which

Memo for parents “experimenting with water” and consultation for parents “Organizing children’s experimentation at home”

Exemplary long-term plan on organizing experimental activities

Month	Week	Object of experimental activity
February		Human
		Water
		Water
		Soap bubbles, paints, ice, snow, steam
March		Air, light
		Sinking or not sinking, weight
		Sound, "rainbow" sand
		Entertainment “A warm drop, or let’s help Kolobok wash himself”, “Game of hide and seek”

Planning work with parents on the topic “Experimental activities of preschool children”

Consultation for parents: “Experimental activities in kindergarten”

Memo for parents: “Experimenting with water” on the blog of the group “Chicks”

Consultation for parents: “We learn by playing”

Consultation for parents: "Organization of children's experimentation at home"on the blog of the group "Chickens"

Consultation for parents: “The role of the family in the development of the child’s search and research activity”

Memo for parents“What you shouldn’t do and what you should do to maintain children’s interest in cognitive experimentation.”

References

1. Bondarenko T.M. Environmental activities with children 5-6 years old: A practical guide for educators and methodologists of preschool educational institutions. – Voronezh: TC “Teacher”, 2004 – 159 p.

2. A cart and a small cart of miracles. Experiments and experiments for children from 3 to 7 years old. Author-compiler: Zubkova N.M. – St. Petersburg: Rech, 2006 – 64 p.